By Mageswary Karpudewan, Ahmad Nurulazam Md Zain, A.L. Chandrasegaran
This booklet discusses the significance of deciding on and addressing misconceptions for the profitable educating and studying of technological know-how throughout all degrees of technological know-how schooling from simple institution to highschool. It indicates educating techniques according to learn info to handle scholars’ universal misconceptions. distinct descriptions of ways those tutorial ways might be integrated into educating and studying technological know-how also are incorporated.
The technology schooling literature widely records the findings of experiences approximately scholars’ misconceptions or substitute conceptions approximately numerous technology strategies. additionally, the various stories contain systematic methods not to in simple terms developing but additionally enforcing educational courses to minimize the occurrence of those misconceptions between highschool technological know-how scholars. those reviews, although, are mostly unavailable to lecture room practitioners, in part simply because they're often present in a variety of technological know-how schooling journals that lecturers don't have any time to consult or usually are not available to them. In reaction, this publication deals an important and simply available guide.
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Additional resources for Overcoming Students' Misconceptions in Science: Strategies and Perspectives from Malaysia
It is also a useful alternative form of expression for children who have difﬁculty in expressing their thoughts verbally (Rennie and Jarvis 1995). The students were asked to draw the water cycle on a blank piece of A4-sized paper and label the processes that are involved in the water cycle. In this study, the drawings were categorized into ﬁve levels of conceptual understanding: no drawing, non-representational drawings, drawings with misconceptions, partial drawings, and comprehensive drawings.
Many researchers have suggested instructional strategies based on the conceptual change model proposed by Posner et al. (1982) to address students’ misconceptions. For example, Bilgin and Geban (2006) used the cooperative learning approach, Dagher (1994) used analogies, and Lawson et al. (1989) and Stofflet and Stoddart (1994) employed the learning cycle approach. For the purpose of this study, we have used guided inquiry-based learning to facilitate students’ conceptual change. 1 Background Misconceptions About the Water Cycle The water cycle is one of the topics with a great potential for the incidence of misconceptions among both students and adults (Fries-Gaither 2008).
E Fig. 5 What is photosynthesis? Y. K. Ch’ng So you mean that photosynthesis only produced carbon dioxide and chlorophyll? M2: Yes. T: Who agrees with him? (No one raised their hands) T: Who disagrees with him? (Many raised their hands) C1: Chlorophyll is not produced, but oxygen and food are. Carbon dioxide is needed for photosynthesis. T: Ok. What is needed in order for photosynthesis to occur? M12: Sunlight? M13: Carbon dioxide and water. T: Besides sunlight, carbon dioxide and water, are any other things needed?